Lin Lin Hsueh-Chun (Grace) Chang

CIES, Charleston, SC, March 2009 1 CIES, Charleston, SC, March 2009 2 Research National Questions Identity  Two dimensions:  How is national identity represented in history textbooks in and  1) Characteristics of the Mainland ? individual members of the group  What are young people expected or likely to  2) Characteristics of acquire as a sense of the group itself national identity?

CIES, Charleston, SC, March 2009 3 Taiwan

Individual Characteristics

Homogeneity (language, culture, ethnicity) Natives of the province (benshengren) Province outsiders (waishengren)

Group Characteristics common history and fate until the 1970s

CIES, Charleston, SC, March 2009 4 1970s  Sino-US Diplomatic Relationship  Taiwan’s eviction from UN  Balance of power between US, , and Taiwan  Mainland China’s “One China” policies – cutting ties with Taiwan

CIES, Charleston, SC, March 2009 5 Three Solutions  Independent and Sovereign Taiwan  Republic of China  Status quo

CIES, Charleston, SC, March 2009 6 Critical Discourse Analysis (CDA)  Robertson (2007, p.3)

 CDA sets out to capture the dynamic relationship between discourse and society, between the micro- politics of everyday life and the macro-political landscapes of ideological forces and power relations, capital exchange and material, historical conditions.

CIES, Charleston, SC, March 2009 7 Historical Context

 The Republic of China (1911-1936)  Sino-Japanese War (1937-1945)  (1946-1949)  (1966-1976)  Martial Law Period in Taiwan (1949-1987)

CIES, Charleston, SC, March 2009 8 Similarities (1895-1945)

Both texts say that Taiwan was under Japanese rule from 1895 to 1945.

Both texts explain that Japan invaded China in 1931 and killed a lot of people.

CIES, Charleston, SC, March 2009 9 Differences (Taiwan) “Although the Japanese colonial government did not treat Taiwanese fairly, its rule enhanced the social, economic, and cultural developments of Taiwan.”

CIES, Charleston, SC, March 2009 10 Differences (Mainland China)  “…in the 50 years under the Japanese rule, the Taiwanese never ceased to fight for their return to the motherland.”

 October 25, 1945, Taiwan was liberated.

The word “liberated” suggests that mainland China’s stance over the issue of Japanese ruling over Taiwan.

CIES, Charleston, SC, March 2009 11 1946-1949 Similarities  Both texts describe that KMT was defeated by CPC during Chinese Civil War.

CIES, Charleston, SC, March 2009 12 Differences  After Japanese surrender, CPC practiced land reforms and class war; as a result, CPC gained the support from poor farmers. However, KMT encountered the plight of political corruption and financial difficulties. In 1949, CPC troops defeated KMT, and then KMT government retreated to . (Taiwan)   “After Taiwan was liberated, dreamed of peace and democracy. However, the KMT led by Chiang Kai-shek planned to start a civil war to destroy the CPC and became a dictator. April, 1949, Nanjing, the capital of KMT government of China was liberated. KMT government was overthrown.” (Mainland China)

CIES, Charleston, SC, March 2009 13 1949-1976 Similarities and Differences

 Both texts described that the Cultural Revolution (1966- 1976) destroyed the cultural traditions.

 “To gain political power, Mao Zedong started the cultural revolution in 1966. Especially students were taught to destroy traditional Chinese culture.” (Taiwan)

 “Mao Zedong supported the Gang of Four and their evil plan to usurp the power in the government. Mainland China experienced the most chaotic social havoc since 1949. The National People’s Congress, the political system, was totally destroyed.” (Mainland China)

CIES, Charleston, SC, March 2009 14 1976-Present Similarities and Differences  Both texts illustrate primary sources to explain how KMT and CPC leaders besmirch each other by calling “gangsters”.

 Taiwan textbook described, “  In 1989, the student protests at Tiananmen Square were violently arrested and slaughtered by military troops. This impedes the development of democracy.”

 The Mainland Chinese textbook does not mention anything about what happened in 1989 at Tiananmen Square.

CIES, Charleston, SC, March 2009 15 Stance and Omission Taiwan Mainland China

 Omission of the establishment of an anti-Japan People’s Coalition  One sided-view of the nationalist party  “Retreat” to Taiwan  “Escape” to Taiwan  Neutral stance to present the communist and nationalist party  Omission of human rights issues and other controversial issue s  Lift of the Martial Law (1987)  Reinterpretation of historical 1989 Tiananmen Square Student events Protest

CIES, Charleston, SC, March 2009 16 CIES, Charleston, SC, March 2009 17 Deng Xiaoping, Deng Yingchao, and Liao Chengzhi having a formal exchange on the status of Taiwan. (1983)

CIES, Charleston, SC, March 2009 18 Wang-Gu Negotiation (1993)

CIES, Charleston, SC, March 2009 19 CIES, Charleston, SC, March 2009 20 A Taiwanese compatriot returned to mainland China, motherland to visit relatives after several decades.

CIES, Charleston, SC, March 2009 21 The youth groups from Taiwan and mainland China climbed the Great Wall hand-in-hand. (1991)

CIES, Charleston, SC, March 2009 22 The city of Taibei, Taiwan hosted a long-distance race to support Beijing’s bid to organize the 2008 Olympic Games. (2001) CIES, Charleston, SC, March 2009 23 National Identity

 Taiwan textbooks avoid  Mainland China’s textbooks talking about the issue of highlight reunification as the national identity. ultimate goals  Capitalism / Democracy  Socialist with Chinese Characteristics  Emphasis on Taiwan’s experience in terms of its democratic, economic, and  One China policy religious developments  Economic developments and  integration across the Taiwan Taiwan and mainland China Straits will lead to moving in opposite directions reunification

CIES, Charleston, SC, March 2009 24 National Identity (continued)  Individualism  Collectivism

 Embracing local and  Centering its essence traditional values around nationalism

 Emphasizing the  Emphasizing national identification of interests over Taiwan as a political individual rights. community

CIES, Charleston, SC, March 2009 25 Further Research  How do young people define national identity?

 Is their perceived version of national identity the same with the national identity represented in the history textbook?

 Will young people in Taiwan define themselves first as Chinese or Taiwanese? Or both?

 Will the increasing economic and cultural integration lead to a congenial political culture at the both sides of the Taiwan Straits?

CIES, Charleston, SC, March 2009 26